PENGARUH PROGRAM INDONESIA PINTAR BAGI PARA PENYANDANG DISABILITAS
Isi Artikel Utama
Abstrak
Para penyandang disabilitas memiliki permasalahan dimana para penyandang disabilitas sangat dekat dengan kemiskinan atau terjebak dalam vicious cycle. Situasi tingkat pendidikan untuk kelompok para penyandang disabilitas sangat rendah. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang dapat memengaruhi para penyandang disabiltas dapat meningkatkan tingkat pendidikan. Penelitian ini menggunakan empat model logit yang membandingkan antara para penyandang disabiltas ringan dengan disabilitas berat. Model logit digunakan untuk menganalisis probabilitas kejadian. Hasil menunjukkan bahwa subsidi pemerintah di sektor pendidikan (PIP) memberikan dampak yang positif signifikan meningkatkan tingkat pendidikan bagi para penyandang disabilitas. Ketimpangan pendidikan antara wilayah perkotaan dan pedesaan masih terjadi, hasil menunjukkan bahwa probabilitas individu yang tinggal di perkotaan memiliki peluang untuk bersekolah lebih tinggi dibandingkan pedesaan. Peningkatan subsidi di sektor pendidikan menjadi solusi agar ketimpangan pendidikan antara para penyandang disabilitas dan non-disabilitas dapat diperkecil. Pemerataan gedung sekolah juga perlu ditingkatkan agar tidak terjadi disparitas yang tinggi antara wilayah perkotaan dan pedesaan.
Rincian Artikel
Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Jurnal Penelitian Kesejahteraan Sosial is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Â
Referensi
Abdullah, A., Doucouliagos, H., & Manning, E. (2015). Does education reduce income inequality? A metaregression analysis. Journal of Economic Surveys, 29(2), 301–316. https://doi.org/10.1111/joes.12056
Avon, L., & Loprest, P. (2012). Disability and the education system. Future of Children, 22(1), 97– 122. https://doi.org/10.1353/foc.2012.0007
Banks, L.M., & Zuurmond, M. (2015). Barriers and enablers to inclusion in education for children with disabilities in Malawi. Norwegian Association of Disabled, 1–42.
Banks, Lena Morgon, Kuper, H., & Polack, S. (2017). Poverty and disability in low- and middle-income countries: A systematic review. PlosOne, 12(12),e0189996. https://doi.org/10.1371/journal.pone.0189996.t003
BPS. (2020). Statistik Pendidikan 2020.
Braithwaite, J., & Mont, D. (2009). Disability and poverty: A survey of World Bank Poverty Assessments and implications. Alter, 3(3), 219–232. https://doi. org/10.1016/j.alter.2008.10.002
Elwan, A. (1999). Poverty and Disability: A Survey of the Literature, SP Discussion Paper No. 9932. World Bank, 9932. https://documents1.worldbank.org/ curated/en/488521468764667300/pdf/multi-page.pdf
Filmer, D. (2008). Disability, poverty, and schooling in developing countries: Results from 14 household surveys. World Bank Economic Review, 22(1), 141–163. https://doi.org/10.1093/wber/lhm021
Hoogeveen, J. G. (2005). Measuring welfare for small but vulnerable groups: Poverty and disability in Uganda. Journal of African Economies, 14(4), 603–631. https://doi.org/10.1093/jae/eji020
Kementerian Kesehatan Republik Indonesia. (2019). Situasi Disabilitas. Pusat Data Dan Informasi Kementrian Kesehatan RI, 1 10.
Kementerian Pendidikan dan Kebudayaan. (2018). Kajian Program Indonesia Pintar. http://repositori. kemdikbud.go.id/15823/1/Kajian Program Indonesia Pintar.pdf
Kuper, H., Nyapera, V., Evans, J., Munyendo, D., Zuurmond, M., Frison, S., Mwenda, V., Otieno, D., & Kisia, J. (2015). Malnutrition and Childhood Disability in Turkana, Kenya: Results from a Case Control Study. PLoS ONE, 10(12), 1–13. https://doi. org/10.1371/journal.pone.0144926
Lamichhane, K., & Okubo, T. (2014). The Nexus between Disability, Education, and Employment: Evidence from Nepal. Oxford Development Studies, 42(3), 439–453. https://doi.org/10.1080/13600818.2014.927843
Mihai, M., Titan, E., & Manea, D. (2015). Education and Poverty. Procedia Economics and Finance, 32(15), 855–860. https://doi.org/10.1016/s2212-5671(15)01532-4
Mitra, S., Posarac, A., & Vick, B. (2013). Disability and Poverty in Developing Countries: A Multidimensional Study. World Development, 41(1), 1–18. https://doi.org/10.1016/j.worlddev.2012.05.024
Mont, D., & Cuong, N. V. (2011). Disability and poverty in Vietnam. World Bank Economic Review, 25(2), 323–359. https://doi.org/10.1093/wber/lhr019
Mwachofi, A. K. (2009). Gender difference in access and intervention outcomes: The case for women with disabilities. Disability and Rehabilitation, 31(9), 693–700. https://doi.org/10.1080/09638280802305929
Qian, J. X., & Smyth, R. (2011). Educational expenditure in urban China: Income effects, family characteristics and the demand for domestic and overseas education. Applied Economics, 43(24), 3379–3394. https://doi. org/10.1080/00036841003636292 Rizki, R., & Owusu-Afriyie, J. (2014). Determinants of household expenditure on children’s education in Egypt. International Journal of Education Economics and Development, 5(4), 332–360. https://doi.org/10.1504/IJEED.2014.067194
UNICEF. (2020). Situasi Anak di Indonesia - Tren, Peluang, dan Tantangan dalam Memenuhi Hak-hak Anak. In Unicef. https://www.unicef.org/indonesia/sites/unicef.org.indonesia/files/2020-07/SituasiAnak-di-Indonesia-2020.pdf
United Nations. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. In United Nations Development Programme. https://doi.org/10.5463/DCID.v29i4.656
World Health Organization & World Bank. (2011). Summary World Report On Disability. In World Health Organization. https://doi.org/10.1136/ip.2007.018143
Yang, J., & Qiu, M. (2016). The impact of education on income inequality and intergenerational mobility. China Economic Review, 37, 110–125. https://doi. org/10.1016/j.chieco.2015.12.009
Yeo, R., & Moore, K. (2003). Including disabled people in poverty reduction work: “nothing about us, without us.” World Development, 31(3), 571–590. https:// doi.org/10.1016/S0305-750X(02)00218-8